Measuring online self-regulated learning among early-career medical doctors in a Massive Open Online Course on COVID-19

Abstract

Introduction: As significant autonomy is given in a Massive Open Online Course (MOOC), online self-regulated learning (SRL) ability is crucial in such courses. We aim to measure the online SRL abilities of early-career medical doctors enrolled in a MOOC. Methods: We performed a cross-sectional study using the Self-Regulated Online Learning Questionnaire-revised version (SOL-Qr). We conducted a three-stage cross-cultural validation of the SOL-Qr, followed by Confirmatory Factor Analysis (CFA). The online SRL ability of 5,432 medical doctors enrolled in a MOOC was measured using the validated SOL-Qr. Results: The CFA of the cross-translated SOL-Qr confirmed its comparability to the original version, with excellent validity & reliability. Participants showed high levels of online SRL during their early careers. Despite high online SRL scores, MOOC completion rate was low. Male participants showed slightly better time management ability than female participants. Participants working in the primary epicentrum for COVID-19 in the country showed lower online SRL scores, while participants who graduated from higher accreditation levels showed better time management ability. Conclusion: The SOL-Qr and its subscales are suitable and valid for measuring the online SRL abilities of medical doctors in a MOOC during their early-career period. Time management ability was associated with previous experience during the medical education period, while other online SRL subscales were mostly associated with workload. However, as the scores did not correlate with the time spent for learning in MOOC, the corresponding learning effort or time spent may be beyond just the commitment to the described MOOC.

Self-Regulated Online Learning Profiles of Medical Students amidst Curriculum Adaptation during COVID-19 Pandemic

“…The relatively high academic workload among clinical year students may also be a factor influencing SRL scores among the two stages of medical education. This is further supported by Greviana et al (9), who reported that a higher workload produces a lower SRL score in internship doctors working inside versus outside the Java-Bali Region. content for the online and blended learning environment with various synchronous activities, the OSLQ developed by Barnard et al (10) was used to analyse students' online SRL profiles.…”

“…In the online learning setting, the Revised Self-regulated Online Learning Questionnaire (Rev SOL-Q) is a widely used assessment for SRL (8). Recent studies have noted the benefits of Rev SOL-Q in measuring SRL, particularly in Massive Open Online Courses (MOOC), in which students have the full autonomy to control their learning process through self-paced time management (9). Unfortunately, this questionnaire cannot compare some aspects of online learning courses with face-to-face class experiences, such as time management in synchronous courses, classmate interactions and note-taking.…”

Perancangan dan Implementasi Massive Open Online Course (MOOC) untuk Pembelajaran Agama Islam

“…Peserta yang bekerja di episentrum utama COVID-19 di negara tersebut menunjukkan skor SRL online yang lebih rendah, sementara peserta yang lulus dari tingkat akreditasi yang lebih tinggi menunjukkan kemampuan manajemen waktu yang lebih baik. (Greviana et al, 2022) Penelitian lain, menerapkan MOOC untuk pembelajaran fisika pada anak SMA.…”